Lecture
Correctional (special) pedagogy arose at the intersection of general and special pedagogy, which helped shape its scientific-theoretical foundation. The object of study of pedagogical science is those phenomena of reality (instruction and upbringing) that determine the development of the human individual. The subject of general pedagogy is education as a real, holistic process organized in specially created social institutions (the family, educational and upbringing institutions); the study of its essence, patterns, tendencies and prospects of development, and their influence on the formation of a person's personality (a child, adolescent, or young person) — with development proceeding within the bounds of normalcy.
At the same time special pedagogy is concerned with the study of the theory and practice of the special (particular) education of persons with physical and mental developmental disorders, for whom education under ordinary pedagogical conditions, as determined by existing culture, using general pedagogical methods and means, is difficult or impossible (N.M. Nazarova). At the same time, both in general and special pedagogy, and in practice, there are many instances in which it is difficult to give an unambiguous diagnosis of a child's developmental and behavioral disorders. This occurs when the defect is not clearly expressed, and the developmental anomalies take mild forms, when a given deficiency lies in the borderline area between normalcy and pathology.
In contemporary pedagogical science the concepts of «developmental deficiency» and «deviation from the norm» (like the very concept of the norm) are the subject of scientific debate. Thus, in special pedagogy the terms «deficiency» and «developmental deviation» are used when there is a mismatch between a given person's (including a child's) capacities and society's social expectations, school-educational standards of achievement, and the norms of behavior and communication established in society — that is, when there is evidently a restriction of social capacities. Physical deficiencies include temporary or permanent impairments, confirmed in the established manner, in the development or functioning of a person's organ(s), or a chronic somatic or infectious disease. A mental deficiency is regarded as a temporary or permanent impairment of a person's mental development, confirmed in the established manner, including speech disorders, disorders of the emotional-volitional sphere, as well as intellectual developmental disorders and delayed mental development (DMD), that create difficulties in learning. In general and correctional pedagogy a deficiency is associated with a mismatch between the child's psychophysiological and general development and the established developmental norm for a given age or the corresponding type of activity.
Deficiencies in the social and pedagogical sphere are likewise interpreted as deviations from the norm. A deficiency may be understood as falling behind the developmental norm in mastering general education programs or academic knowledge in a given subject area. Here the pedagogical norm is the educational standard. Deviations in mastery correlate with academic failure, falling behind in learning, and delay in general development. Social deviations correlate with a mismatch between the child's actions, deeds and behavior and generally accepted social norms and rules of conduct. They manifest themselves in breaches of discipline, failure to carry out assignments or academic tasks, violations of ethical norms and rules, difficulty in upbringing, socio-pedagogical neglect, a tendency toward delinquency, and so on.
The object of correctional pedagogy is the personality of a child who has minor deviations in psychophysiological development (in the sensorimotor, somatic, or intellectual-speech spheres) or behavioral deviations that hinder his adequate socialization and school adaptation. In some cases this pedagogical definition, «correctional pedagogy», replaces the previously existing concept of «defectology», or is used as a term equivalent to it. In other cases correctional pedagogy covers not only the area of special scientific knowledge, but also the foundations of psychological-pedagogical knowledge about the essence and patterns of the education and upbringing of children and adolescents who have not sharply pronounced deficiencies in mental development and behavioral deviations. The main goal of correctional pedagogy is the identification and overcoming (correction) of deficiencies in the development of the child's personality, helping him successfully master a picture of the world and achieve adequate integration into society.
Expressed in the language of mathematical formulas, the object of correctional pedagogy is children who have four «D's», that is, children with a not clearly expressed defect, who underwent deprivation (Lat. – deprivation) at an early age, and as a consequence experience school disadaptation (Fr. – from..., disorder, Lat. – adaptation) and display deviation (Lat. – deviation) in behavior.
The subject of correctional pedagogy is the process of differentiating (various approaches to…) the instruction, upbringing and development of children with developmental deficiencies and behavioral deviations, and the identification of effective ways of preventing and overcoming developmental and behavioral deviations. The instruction, upbringing and development of children with psychophysiological developmental and behavioral disorders is a complex socio-pedagogical problem. Its solution underlies the preparation of this category of children for active, socially useful activity (in accordance with their capacities), for equal participation with their peers in various types of activity, for the fullest possible mastery of social roles, and for effective integration into the social environment.
Proceeding from the socio-pedagogical situation in which children with developmental deficiencies and behavioral deviations find themselves, correctional pedagogy is called upon to help solve the following tasks:
Studying basic concepts and theories: Students study the key concepts and theoretical approaches associated with correctional pedagogy. This includes understanding various types of disorders, their causes and characteristics.
Understanding each child's individuality: Students learn to analyze the individual needs and abilities of each child with special educational needs. This helps in developing personalized educational plans.
Developing methods of instruction and correction: Students study various methods and strategies of instruction adapted for children with disorders. This may include developing specialized instructional materials, games and exercises.
Inclusive education: Students become familiar with the principles of inclusive education and methods of including children with special needs in mainstream classes. They learn to create a supportive and adapted educational environment.
Collaboration with parents and specialists: Students study methods of effective interaction with the parents of children with special educational needs, as well as with other specialists (psychologists, medical professionals, etc.) in order to create a comprehensive approach to instruction and development.
Assessment and monitoring: Students learn to develop methods for assessing and monitoring the progress of children with special educational needs, in order to adapt educational approaches to their needs.
Working with technologies and tools: Students study modern educational technologies and tools that can help children with disorders in learning and development.
Ethical aspects: Students discuss the ethical aspects of correctional pedagogy, including respect for children's rights, confidentiality and safety.
This course provides future correctional educators with the knowledge and skills necessary for effective work with children with special educational needs and for creating optimal educational environments for them.
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